Gulab, Hayley Doreen

Gulab, Hayley Doreen

Unique reference number (URN): EY360675 Address: 27 Orchard Way, Burwell, Cambridge, Cambridgeshire, CB25 0EQ Type: Childminder Registered with Ofsted: 04/10/2007 Registers: EYR, CCR, VCR Registered person: Gulab, Hayley Doreen

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children, including those who face barriers to their learning and who receive additional funding, develop the skills they need for school and future education. For example, they listen and follow instructions, take part in group activities and develop strong and respectful manners and social skills to enable them to interact and play with their peers. The breadth and depth of progress children make across all areas of learning, and the strong outcomes evidenced overall, reflect a high quality of achievement. Children acquire important self-help skills, such as getting themselves dressed, pouring their own drinks and preparing their own meals. Their excellent independence and perseverance in achieving tasks for themselves prepares them well for later life experiences.

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Achievement Strong standard

Children access a broad range of learning opportunities, including learning about the world around them. They enjoy using an electronic cutting machine during craft activities, developing their awareness of safety and how electronic devices work. For example, they recognise that the machine will not work until it has a power source. Additionally, children demonstrate their exceptionally strong language and communication skills through ongoing interactions. For example, they use their photo books from home to talk about special events and family members, sharing their experiences and special memories. They join in a vast range of songs and demonstrate their wide vocabulary during conversations. Children demonstrate their confident speaking skills from a very young age.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently understand the setting's routines and the expectations of the childminder. For example, they tidy up when they have finished playing and place resources back on the shelf, without adult support, helping to keep the room tidy. Children are friendly, patient and kind towards their peers. They interact using good manners and age-appropriate interactions. Additionally, the childminder promotes healthy and happy relationships between herself and children. She is responsive to children's needs and this helps them to feel safe and secure in her care.

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Behaviour, attitudes and establishing routines Strong standard

Children are confident to listen and follow the childminder's instructions very well. They confidently help to tidy up after mealtimes, placing their plates and cups in the sink and helping to sweep the crumbs off the floor. They demonstrate their understanding of where resources belong and how they must behave in the setting. Children line up for handwashing without being prompted, demonstrating how consistent routines and structure are embedded within the setting. Relationships, routines and behaviour management are of consistently high quality and children demonstrate positive attitudes and a secure sense of belonging throughout the session.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages and promotes attendance, to help ensure parents understand the benefits of routine attendance at the setting.

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Children's welfare and wellbeing Strong standard

Parents comment on the superb range of healthy meals and snacks the childminder provides. They describe the childminder as patient and repetitive, encouraging children to try new foods and developing their confidence and healthy eating habits extremely well. Children explore foods and develop their understanding of healthy lifestyles. This includes gaining an understanding of how to keep themselves healthy with regards to eating, exercise and oral health. Children demonstrate an excellent understanding of how to keep themselves safe during mealtimes. For example, they wash their hands and sit sensibly. The childminder continues to teach children about safety during play, through conversations and role modelling. She talks to children about how to use the scissors safely, reminding them they must never walk around with scissors, and they must only be used at the table.

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Children's welfare and wellbeing Strong standard

The childminder is caring and responsive to children's needs. For example, she rocks young children to help them settle at naptime, providing them with a safe and secure environment to relax. Additionally, she teaches children to recognise their emotions, through conversations and self-reflection. Children begin to recognise their own feelings and those of others, helping them to develop a secure understanding and emotional wellbeing. Children's welfare and wellbeing are consistently and comprehensively prioritised, with children thriving in a safe, nurturing and healthy environment.

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Curriculum and teaching Strong standard

The childminder implements an extremely broad curriculum and monitors children's progress closely, ensuring gaps in children's learning are identified swiftly. The quality and sequencing of the curriculum and the depth of children's knowledge and skills evidenced across the session reflect a high standard of teaching. She ensures learning opportunities are provided to help children achieve these targets and therefore, make superb progress in their development. This includes children facing barriers to learning and those who receive additional funding. All children benefit from a well-sequenced curriculum, where they learn in small steps, gradually developing their knowledge and skills step by step. For example, young children develop an understanding that the world is made of land and sea. This is developed further by introducing continents, countries and finally looking at a range of animals, objects, clothing, religions and cultures. This secures children's understanding of

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Curriculum and teaching Strong standard

the similarities and differences between them and others across the world.

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Curriculum and teaching Strong standard

Opportunities to develop children's physical skills are embedded into play and learning opportunities. For example, children have access to a vast range of tools, learn to use scissors and scoop with a spoon to develop their fine motor skills and hand-eye coordination. Additionally, the childminder prioritises speech and language skills. For example, she sings to children and encourages them to join in. Young toddlers demonstrate excellent speaking and communication skills. As children grow they gain a vast knowledge of different songs and words. The childminder encourages reading and a love of stories to extend children's vocabulary even further.

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Inclusion Strong standard

The childminder is continuing to reflect and adapt her practice to meet the needs of younger children in the setting. The childminder demonstrates a secure understanding of how to make relevant referrals to gain additional support for children, where delays in learning have been identified. Additionally, she has contact details of relevant professionals that can offer advice and support where needed. This helps the childminder to extend her own knowledge and skills when working with children who may have special educational needs and/or disabilities. Furthermore, she attends training specific to the needs of children, for example opportunities that extend her knowledge of speech delay. This helps the childminder to support children effectively.

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Inclusion Strong standard

Funding is spent accordingly. The childminder monitors children's progress, identifying children's next steps in learning and allocating funding to support children's continued learning and development, for example group games are purchased to support children's social interactions. She monitors this on an ongoing basis to measure impact and ensures this is adapted where needed to support children's continued learning.

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Leadership and governance Strong standard

The childminder is reflective of her practice and highlights where improvements can be made. She generally actions these effectively to develop her own practice and teaching and support children's development.

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Leadership and governance Strong standard

The childminder attends many training opportunities. A range of webinars and larger conferences extend and develop her own knowledge and skills, as well as keeping updated with the Montessori approach. The childminder is skilful at identifying where professional development opportunities would benefit children in her care and ensures a range of topics are covered. For example, recent training around behaviours has impacted directly on the childminder's teaching and enabled her to identify the root cause of children's behaviours and implement strategies that support the teaching of emotions even further.

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Leadership and governance Strong standard

The childminder gains feedback from parents and adapts her practice accordingly. She ensures a high standard of communication where parents feel fully informed about children's care and learning at the setting. Additionally, the childminder works in partnership with other professionals, particularly where children attend other early years settings.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are welcomed into the setting, where they are treated with warmth and respect. Parents describe the setting as 'a nurturing environment' where children 'become fiercely independent'. Children benefit from a range of learning opportunities that develop their independence, confidence and social skills. This develops from secure and nurturing relationships with the childminder. They achieve well and make excellent progress from their starting points. The childminder values children's uniqueness and encourages children to share experiences and memories that are important to them. Children enjoy looking at their

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Address:

27 Orchard Way Burwell own personal photo books. They are eager to share these with peers and adults and confidently talk about the photos from home. For example, children talk about their family members, people who are important to them and recent significant events. Sharing these important memories and events helps children feel valued.

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Address:

Children gain a sense of belonging at the setting, as they embrace clear routines, take responsibility for themselves and help others. The childminder supports this by offering children opportunities to be helpful, such as handing out the plates at mealtimes and helping their peers tidy up.

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Address:

Children flourish at the setting, where they gain the skills and knowledge they need to be successful in their next stage of learning. Parents give praise to their children's excellent progress and comment on how well prepared for school they are. Additionally, the childminder promotes routine attendance to support this excellent progress.

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Next steps

The childminder should ensure continued improvement in their successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and co-childminder, children and received written feedback from parents.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Cambridge Cambridgeshire CB25 0EQ Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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